Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for future research. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities, social sciences, and sciences. The adage Those who do not learn from history are doomed to repeat it is a powerful one for parents, teachers, and other professionals involved with or interested in deaf individuals or the Deaf community. Myths grown from ignorance have long dogged the field, and faulty assumptions and overgeneralizations have persisted despite contrary evidence. A study of the history of deaf education reveals patterns that have affected educational policy and legislation for deaf people around the world; these patterns are related to several themes critical to the chapters of this volume. One such theme is the importance of parental involvement in raising and educating deaf children. Another relates to how Deaf people have taken an increasingly greater role in influencing their own futures and places in society. In published histories, we see the longstanding conflicts through the centuries that pertain to sign language and spoken communication philosophies, as well as the contributions of the individuals who advocated alternative strategies for teaching deaf children. More recently, investigators have recognized the need for a diverse approach to language and language learning. Advances in technology, cognitive science, linguistics, and the social sciences have alternately led and followed changes in theory and practice, resulting in a changing landscape for deaf and hard-of-hearing individuals and those connected to them. This second volume of the The Oxford Handbook of Deaf Studies, Language, and Education (2003) picks up where that first landmark volume left off, describing those advances and offering readers the opportunity to understand the current status of research in the field while recognizing the opportunities and challenges that lie ahead. In Volume 2, an international group of contributing experts provide state-of-the-art summaries intended for students, practitioners, and researchers. Not only does it describe where we are, it helps to chart courses for the future.

In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes.

"The Oxford Handbook on Deaf Studies Series began in 2010 with it first volume. The series presents state-of-the art information across an array of topics pertinent to deaf individuals and deaf learners, such as cognition, neuroscience, attention, memory, learning, and language. The present handbook, The Oxford Handbook on Deaf Studies in Literacy, is the 5th in this series, rounding out the topics with the most up-to-date information on literacy learning among deaf and hard of hearing learners (DHH)"--

The field of deaf studies, language, and education has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking. In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes. Pairing practical information with detailed analyses of what works, why, and for whom-all while banishing the paternalism that once dogged the field-this first of two volumes features specially-commissioned, updated essays on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunites and challenges that lie ahead. Combining historical background, research, and strategies for teaching and service provision, the two-volume Oxford Handbook of Deaf Studies, Language, and Education stands as the benchmark reference work in the field of deaf studies.

Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly. This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. Contributors comprise an international group of prominent scholars and practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts. The volume takes on topics such as discussion of the transformation of efforts to identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself; and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends The Oxford Handbook of Deaf Studies and Deaf Education, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned.

Assists students using Language and Deafness, Second Edition in courses. For each chapter in the main text, the study guide provides questions and exercises designed to enhance students' understanding of important topics. Answers to comprehension questions are provided in the Appendix of the main text. Supplements Study Guide 156593-363-X - 6 x 9, 252 pages, 1-color, spiral Instructors Manual 156593-362-1 - 6 x 9, 112 pages, 1-color, paperbound

As the practice of mainstreaming deaf and hard of hearing children into general classrooms continues to proliferate, the performances of these students becomes critical. Deaf Children in Public Schools assesses the progress of three second-grade deaf students to demonstrate the importance of placement, context, and language in their development. Ramsey points out that these deaf children were placed in two different environments, with the general population of hearing students, and separately with other deaf and hard of hearing children. Her incisive study reveals that although both settings were ostensibly educational, inclusion in the general population was done to comply with the law, not to establish specific goals for the deaf children. In contrast, self-contained classes for deaf and hard of hearing children were designed especially to concentrate upon their particular learning needs. Deaf Children in Public Schools also demonstrates that the key educational element of language development cannot be achieved in a social vacuum, which deaf children face in the real isolation of the mainstream classroom. Based upon these insights, Deaf Children in Public Schools follows the deaf students in school to consider three questions regarding the merit of language study without social interaction or cultural access, the meaning of context in relation to their educational success, and the benefits of the perception of the setting as the context rather than as a place. The intricate answers found in this cohesive book offer educators, scholars, and parents a remarkable stage for assessing and enhancing the educational context for the deaf children within their purview.